COMMUNICATIVE COMPETENCE

“It is an ability to choose right verbal and non verbal medium as well as to take into consideration the specific speaking situation” Hymes, 1994

Communication is the exchange and negotiation of information between at least two individuals.

We can differentiate verbal and non-verbal, written and oral, formal and informal, and intentional and unintentional communication

It is a form of social interaction, and it is normally acquired and used in such an interaction.

It always has a purpose. It involves verbal and non-verbal language, such as

gestures and body language. The role of context is essential when analysing the

meaning conveyed by any communicative act. It usually involves a high degree of unpredictability

and creativity.

Communication. Key features to take into account:

Communicative Competence.

Background:

1965 N. Chomsky established a distinction between competence and performance. For him, competence refers to the innate knowledge of a language an ideal speaker has in a homogeneous speech community.

1966 Hymes criticized the simplicity of Chomsky’s theories: He introduced the concept of communicative competence, paying special attention to the sociolinguistic component, which connected language and culture.

1980 Canale and Swain. Communicative sub-competences: Grammatical competence, Strategic competence and Sociolinguistic competence

1983 Canale: the main goal to attain with strategic competence is not only to compensate for breakdowns in communication, but also to enhance the effectiveness of communication.

1990 Bachman in a more recent research of communicative competence, divides it into "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.

Council of Europe, communicative competence can be broken down into three sub-competences: linguistic competence, sociolinguistic competence and pragmatic or discourse competence. Strategic competence can also be added.

Teaching English as a foreign language in Primary education in

Spain I

“Acquire basic communicative competence in at least one foreign language to enable them to express and understand simple messages and get by in everyday situations.” LOE Organic Law of Education 2006 Article 17. Chapter II on Primary Education.

Communicative competence and

language teaching:

Communicative Competence (CC) can be understood as the knowledge which enables someone to use a language effectively, and their ability to actually use this knowledge for communication.

The final objective of teaching a foreign language must be to achieve effective communication in that language.

We, as teachers, should help to develop our pupils’ communicative competence by fostering confidence, increasing knowledge and raising awareness of these aspects.

Teaching English as a foreign language in Primary education in

Spain II

Grammar competence: In a foreign language, a pupil shows grammatical competence when he produces adequately accurate language by applying the rules he has learned to form structures, using the vocabulary he knows and pronouncing well.

Discourse competence: An able speaker knows what language is appropriate in a given situation and can produce longer stretches of language, appropriately linked to form a meaningful, unified whole.

Sociolinguistic competence: An able speaker can adapt the language used to a specific context. That is, depending on who s/he is talking to and what they are talking about, s/he may use formal, informal, technical, non-technical language, etc.

Strategic competence: An able speaker can use verbal and non-verbal communication strategies to improve the effectiveness of communication, that is, s/he can paraphrase, use synonyms, ask for clarification, etc.

Sociocultural competence: An able speaker is familiar with the social and cultural context in which native speakers use their language.

REFERENCES:

CHOMSKY, N. (1965) Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.

HYMES, D.H. (1966) "Two types of linguistic relativity." In W. Bright (ed) Sociolinguistics pp. 114-158. The Hague: Mouton.

CANALE, M. AND SWAIN, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1-47.

BACHMAN, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. ISBN 0-19-437003-8

ORGANIC LAW OF EDUCATION (2006) http://planipolis.iiep.unesco.org/upload/Spain/Spain_LOE_en

g.pdfLola Moreno García